Shared Governance Reconsidered: Summary

The ever-changing landscape of education and school accountability has given rise to a renewed focus on shared leadership. In the past, the principal was viewed as the primary decision maker within a school. However, Glickman (1989) points out that it is impossible for school principals to effectively complete all the necessary instructional and managerial tasks within schools. He contends that some teachers have more leadership abilities than the actual administrators and that “in successful schools, principals aren’t threatened by the wisdom of others, instead, they cherish it by distributing leadership” (Glickman, 1989, p. 8).

According to Bolman and Deal (2013), leaders needed to have the managerial skill of having objective perspectives when problems arose and having the leadership skill of creativity to discover new ideas and possibilities. The purpose of this paper was to discuss alternative organizational models of academic governance, the unique character of the organizations educators serve, and reflect on my organization’s academic governance.

Shared governance is the structure that allows professionals to move within the administrative areas. Methodist Magnet Hospital of Houston discusses shared

In areas that we are insufficient there should be solutions to sustain and gain. Segal states that we should have determination to try new approaches and maintain in areas that we loss(171). This can be done by getting ideas from advanced and developed countries (171). He explains that “universities seek for qualified academic performance rather than government imposed delusion of excellence”. He also discloses to re engage congressional control (Segal 171).

A change that occurs is at the management level. Development of shared governance is one way that

Community colleges must take charge of their future and reinvent themselves for the twenty-first century. If dramatic changes are not implemented by the community colleges, "they will become shaped and reinvented by strong external social, political and economic forces" (Riggs, 2009, p.3). Also, according to Riggs (2009), other entities and strong forces are on the verge of endeavoring to take control of the future of the community colleges, such as state legislatures, accreditation committees, state and federal educational officials, four-year institutions, local business leaders and voters are all strong forces. Further, these some of the same forces came against the public school systems and they took over. Riggs (2009), suggests to stop pointing the finger of blame; community colleges cannot afford another decade of compositional techniques or persuasive language (rhetoric) when it comes to developing new leaders who will lead the transformation of the community colleges. In addition, the community colleges are blaming the lack of funding, the lack of qualified applicants, board members, unions, state education offices and past practices. However, there is no time to continue to blame and point fingers when there is a need to strategically create a twenty-first-century strong community college academic culture and obtain and sustain a strong operational and fiscal environment to maintain relevant relationships with all stakeholders (Riggs,

Bateman, T. S., & Snell, S. A. (2009). Management: Leading & collaborating in acompetitive world (8th ed.). New York: McGraw-Hill. Available from theUniversity of Phoenix eBook Collection databaseDisney, March 2009. Corporate Responsibility Report, Retrieved from on 5/28/09http://corp

What informs the decisions trustees make? What public purposes guide the president, faculty and staff in their daily activities? How would the trustees and the public know that the institution’s resources are strategically arrayed to achieve the goals? Colleges and faculty can too easily be accused of being knee-jerk protectors of the status quo. A robust, shared, operating vision for the college helps to make clear how the public interest, not personal interests, determine the steps that the college

It is evident the American Community College faces political challenges in the 21st century. According to the America Association of Community College (2017), this is a time of political transition where there are many ambiguities for higher education policymaking surrounding national perceptions of community colleges, funding, infrastructure, immigration, tax reform, accountability, etc. Altbach et al., 1999 (should I include page number (pg 298)) revealed that leaders, such as effective college presidents using a political frame see the inherent politics of the organization, build up plans, muster partnerships, and focus on negotiation and conflict to achieve noble purposes (Altbach et al., 1999 and Bolman et al.,2013, pp216).

In NI and ROI the term accountability has been a matter for debate but Ontario’s non-judgemental culture has been a success and as a result has broken down a trust barrier and provided room for camaraderie and collegiality’. This was created by forming top-down and bottom-up partnerships and staff seeing principals and senior leaders as co-learners rather than facilitators. Fullan states “when peers interact with purpose, they provide their own built-in accountability”. (Fullan, 2008,

Now, the educator’s perspective will be reviewed. The world of university and school collaboration seems to be gradually entering a new phase, with both new opportunities and some unfamiliar challenges. A major stimulus for change stems from the rapid and sustained rise of the standards movement in American education. There was broad agreement that the priority for school improvement was deciding what should be taught and the levels of

Shared governance is a professional model for nurse management which leads to nurse autonomy, empowerment, job satisfaction and improved patient outcomes. Research show nurses want a professional, autonomous environment for practice that recognizes the value of its nurses, and allow greater control over the practice environment. Proximity to job and monetary gain was listed as less important.

Shared governance is defined as a professional practice model, inspired by the ideology of equity, partnership, accountability and ownership that will assist in the formation of a work structure that will allow sustainable and responsible decisions by an interdisciplinary plan to excel in patient care (Vanderbilt University Medical Center. (2013). Allowing this type of affiliation promotes collaboration, collective decision making and responsibility for quality of care of patients. Instead of having practices completely controlled by senior executives, shared governance permits nurses to have more power and be more independent in their field (Crow & French, 2015). Shared governance allows nurses to plan, make decisions and take actions with

U.S. schools and colleges vary from numerous points of view. Some are open, others are independently employed individual; some are huge urban colleges, some are two-yr. group universities, others little rustic grounds. Some offer alumna and expert political stage, others point of convergence basically on undergrad instruction. Each of our more than 3, 000 schools and colleges has its particular and dissimilar mission. This aggregate differing qualities around organizations is one of the extraordinary strength of America's higher instruction framework, and has helped make it the best in the people. Protecting that assorted qualities is key on the off chance that we plan to serve the needs of our just social order.

Admittedly, it is important to have an effective government for the growth and development of a nation. Equally, it is important to maintain a democratic government. While there are different ways of understanding what constitutes a democratic government, in public administration, democratic government can be viewed as a government that is responsive to the perspectives of its citizens and exhibit responsibility to the citizens. This can be promoted by the public institutions and public administrators (King, Feltey, & Susel, 1998). They can use various processes to ensure a democratic government including collaborative governance, decision making, citizen participation, administrative reforms, and budgeting. This paper seeks to discuss and analyze the efforts that the public organizations and the public administrators can make with regards to collaborative governance, citizen participation, and decision making to maintain a democratic government.